Considerations in the Assessment of Reading Difficulties in Bilingual Children

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Abstract
The purpose of this article is to delineate factors which school psychologists must be aware of in their assessment of reading problems in children from bilingual populations. The general focus is on the influence of sociocultural and linguistic variables on the acquisition of reading skills. Another goal is to differentiate behaviors which are normal for beginning readers in a second language, and those which may be interpreted as reading disabilities. Although the article deals primarily with children from Spanish speaking environments, many of the considerations are likely to apply to other minority language groups.